Page | 28 Claim 7: Middle School students receiving instruction using Bridges eBectively explore career pathways. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text . 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 10. Provide reading instruction. • Literary and informational readings • Provide career and technical education integrated with reading skills • The text genre is introduced • Analyze the Reading • Students follow along with an audio recording 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. LD-LA 6-8 Interpret language arts narratives. 6. ELD-LA 6-8 Construct language arts narratives. 7. ELD-LA 6-8 Interpret informational texts in language arts. 8. ELD-LA 6-8 Construct informational texts in language arts. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaEoldingwriting 2. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 5. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323.
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